Unit : 2 Industrialization/Frontier Lesson B: Social, Political, & Economic Aspects of the Second Industrial Revolution Class Periods: 2 Class Periods	Standards/Benchmarks: SS.912.A.3.2 - Examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution that began in the late 19th century. SS.912.A.3.3 - Compare the First and Second Industrial Revolutions in the United States. Remarks/Examples: Examples may include, but are not limited to, trade, and development of new industries. SS.912.A.3.4 - Determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy. Remarks/Examples: Examples may include, but are not limited to, railroads, the telegraph, pools, holding companies, trusts, corporations, contributed to westward expansion, expansion of trade and development of new industries, vertical and horizontal integration. SS.912.A.3.5 - Identify significant inventors of the Industrial Revolution, including African Americans and women Remarks/Examples: Examples may include, but are not limited to, Lewis Howard Latimer, Jan E. Matzeliger, Sarah E. Goode, Granville T. Woods, Alexander Graham Bell, Thomas Edison, George Pullman, Henry Ford, Orville and Wilbur Wright, Elijah McCoy, Garrett Morgan, Madame C.J. Walker, George Westinghouse.
Objectives: • Analyze how the development industries affected business practices and the United States Economy during the late 1800s o assess the importance of a large population and a growing labor force in promoting the second industrial revolution o examine the role that new forms of business organization (such as pools, trusts, holding companies, and monopolies) played in the industrial revolution • Identify multicultural inventors of the Industrial Revolution • Analyze the effects of the Second Industrial Revolution on American Society		Essential Question: • How did the development of industries affect business practices and the United States economy during the late 1800s? • What impact did multicultural inventors have on the Industrial Revolution?

Higher Order Questions: • How did production efficiency improve distribution and product and pricing? • What unintentional affects did improved production have on the working class during the late 19th century? • How did the government react to changing business practices of the late 19th century? • Has rapid industrial development been a blessing or a curse for Americans? • Were big business leaders “captains of industry” or “robber barons?”  Should business be regulated closely by the government? • What affects did the 2nd Industrial Revolution have on the United States in regard to social structure, politics, and economic policy? • What role did minorities and women play in regard to the 2nd Industrial Revolution?	Vocabulary: Laissez-faire entrepreneur land grant horizontal integration vertical integration monopoly trust George Pullman George Westinghouse Samuel Morse Telegraph Alexander Graham Bell Transatlantic cable	Thomas Edison Madame C.J. Walker Elijah McCoy Sarah Goode Garrett Morgan Leis Howard Latimer Jan Ernst Matzeliger Andrew Carnegie John D. Rockefeller J.P. Morgan Sherman Antitrust Act *Henry Flagler
Instructional Strategy Ideas: “I Do” • Teachers could use the Gateway to U.S. History text to develop guided notes for background on The Foundations for Economic Growth “We Do” • Student groups can create poster advertisements for one of the following Civil War legislation encouraging economic growth: 1. Morrill Tariff (1861) 2. National Banking Acts (1863 and 1864) 3. Homestead Act (1862) 4. Morrill Act (1862) 5. Pacific Railway Act (1862)	Differentiation Ideas: Interactive Notebook: Left Side: Student creates a Venn diagram comparing and contrasting the business practices of Rockefeller and Carnegie. Right Side: 1. Write a RAFT essay demonstrating understanding of the negative effect big business had on small business: Roles: Small business owner Audience: United States government Format: Letter Topic: How big business has damaged your business and economic livelihood
Teachers should use images of the Dawes Act or one of the legislations that they will not assign and model for students how their poster advertisements should look, what key information they should include, and timeframe. “You Do”  Students could create an illustrated concept map or web showing those factors that set the stage for America’s spectacular economic growth in the late 19^th century. (Historians Apprentice; Gateway to US History).
Resources: 1. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=3978 (Homestead Act) This site provides students with primary sources related to the Homestead Act. 2. http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3836 (American Land Policy student handout with questions) This site provides students with an activity to help them gain a deeper understanding of Western expansion. 3. http://www.fordham.edu/halsall/mod/modsbook35.asp A website that has primary source texts pertaining to technology in the Second Industrial Revolution